Knowledge of the principles of lifelong learning Excellent teacher librarians...
1.1.1 are well-informed about information literacy theory and practice. 1.1.2 thoroughly understand how all learners develop and apply lifelong learning skills and strategies. 1.1.3 have a sound understanding of how children and young adults become independent readers. 1.1.4 comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning.
Teacher librarians are significant stakeholders in the development of an information literate school, and rather than being the giver of knowledge, they must shift some of the responsibility of gaining knowledge to the student, thereby teaching them 'to become critical thinkers, intellectually curious observers, creators, and users of information' (Lenox, 1993). Information literacy lies at the core of lifelong learning; it requires critical thinking and empowers us to identify the need for information and to evaluate, apply, synthesise and create new information. The teacher librarians at site 1 understand that inherent in the concept of information literacy are certain skills and processes essential to foster lifelong learning, and these form the backbone of inquiry-based learning. A core focus is to work with teachers to embed these skills into the curriculum and into student learning. The Head of Information Services at site 1 provides guidance and curriculum support to teachers during scheduled planning sessions and class visits. Wijetunge, P. & Alahakoon, U. (2005) developed the **'Empowering 8'**: the Information Literacy model in Sri Lanka, suggesting this constructivist approach as one possible inquiry model. The 8 elements comprising this framework are: identify, explore, select, organise, create, present, assess, and apply. I believe self-assessment and the application of knowledge to new situations to be important steps in the transformative process of becoming information literate, which is why this inquiry model appears to succinctly identify the skills and processes essential to the development of information literacy.
Information literacy in itself is not a technique that can be 'taught', but rather an awareness of the dynamic link between the information needs of the learner, and the sources and channels required to meet those needs (Darch et al. 1997). Vast quantities of information can be overwhelming, and the teacher librarians at site 1 visit Science and SOSE classes at the beginning of an inquiry unit, to provide instruction on accessing and navigating the various electronic databases available. This learning experience is authenticated by performing it in the context of an inquiry unit. I would seek to collaborate with teachers to design assessment tasks that require students to access a range of information sources, hence utilising these often overlooked access points for quality information. The teacher librarians at sites 2 and 3 also endeavor to collaborate with classroom teachers, particularly at the beginning of inquiry units or when undertaking research. At site 1, students' competencies in information retrieval and keyword searching, are developed in part, through use of the Research Guide , accessible via the library website. This guide provides information on how to locate, organise, and evaluate information effectively; skills that inevitably require some level of critical thinking. Also used with senior students at site 1 are the 'Internet Search Challenge' activities, found at **21st Century Information Fluency**. These activities, whilst performed out of context are designed to strengthen the students' internet search skills, so they ultimately become better equipped to achieve their information needs. In my professional practice I will continue to use these activities, but I will also look to incorporate search activities relevant to the current unit of work.
'An effective school library contributes to the schools program for integrating the development of information and digital literacy' (Hay and Foley, 2009). At site 1, a Literature Inquiry Unit, has been designed to guide year 8 students through the inquiry process using a 'sequential, holistic approach to construct meaning from multiple sources of information' (Kuhlthau, 2008). Guided Inquiry applies a conceptual approach to develop information literacy; it 'creates an environment that motivates students to learn by providing opportunities for them to construct their own meaning and develop deep understanding' (Kuhlthau et al, 2007). The teacher librarians at site 1 demonstrate understanding of the use of ICTs by way of a class blog, titled The Human Condition. The students are required to post an informed response to stimulus, applying the information they have gathered from their reading to construct new information to share with others. This integration of information literacy and ICT skill development is evidence of best practice, and I would continue to employ new and emerging technologies to meet the information requirements of students.
ASLA/ALIA (2001) recommends that class programs are based on a continuum of information and ICT literacy as a result of collaborative planning. Further to this, as expressed in the Statement on information literacy, 'Information skills must be embedded across the school curriculum and explicitly taught in the context of teaching and learning programs.' The site 1 teacher librarians identify where information literacy skills can be embedded into units of work within the P-6 curriculum, and collaborate with these classroom teachers to plan and develop learning programs. I would endeavour to put an instructional team approach in place, with teachers integrating information and ICT literacy into the content of the whole-school curriculum encompassing all subject areas and year levels. A priority is to develop and implement an information literacy programme for P-6, incorporating the use of digital technologies. Ideally, this would mean integrating a weekly library lesson into the curriculum, where information and ICT literacy can be developed 'incrementally in the context of students' learning needs' (Learning for the Future, 13). During planning sessions, I would identify at which point I could effectively contribute to the development of students' information literacy. Fortunately, the Headmaster at site 1 acknowledges the fundamental role of the teacher librarian in preparing students to become lifelong learners, and that 'integrating information literacy into the curriculum can improve students' mastery of both content and information-seeking skills' (Lonsdale, p35).
Excellent teacher librarians...
1.1.1 are well-informed about information literacy theory and practice.
1.1.2 thoroughly understand how all learners develop and apply lifelong learning skills and strategies.
1.1.3 have a sound understanding of how children and young adults become independent readers.
1.1.4 comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning.
Teacher librarians are significant stakeholders in the development of an information literate school, and rather than being the giver of knowledge, they must shift some of the responsibility of gaining knowledge to the student, thereby teaching them 'to become critical thinkers, intellectually curious observers, creators, and users of information' (Lenox, 1993). Information literacy lies at the core of lifelong learning; it requires critical thinking and empowers us to identify the need for information and to evaluate, apply, synthesise and create new information. The teacher librarians at site 1 understand that inherent in the concept of information literacy are certain skills and processes essential to foster lifelong learning, and these form the backbone of inquiry-based learning. A core focus is to work with teachers to embed these skills into the curriculum and into student learning. The Head of Information Services at site 1 provides guidance and curriculum support to teachers during scheduled planning sessions and class visits. Wijetunge, P. & Alahakoon, U. (2005) developed the **'Empowering 8'**: the Information Literacy model in Sri Lanka, suggesting this constructivist approach as one possible inquiry model. The 8 elements comprising this framework are: identify, explore, select, organise, create, present, assess, and apply. I believe self-assessment and the application of knowledge to new situations to be important steps in the transformative process of becoming information literate, which is why this inquiry model appears to succinctly identify the skills and processes essential to the development of information literacy.
Information literacy in itself is not a technique that can be 'taught', but rather an awareness of the dynamic link between the information needs of the learner, and the sources and channels required to meet those needs (Darch et al. 1997). Vast quantities of information can be overwhelming, and the teacher librarians at site 1 visit Science and SOSE classes at the beginning of an inquiry unit, to provide instruction on accessing and navigating the various electronic databases available. This learning experience is authenticated by performing it in the context of an inquiry unit. I would seek to collaborate with teachers to design assessment tasks that require students to access a range of information sources, hence utilising these often overlooked access points for quality information. The teacher librarians at sites 2 and 3 also endeavor to collaborate with classroom teachers, particularly at the beginning of inquiry units or when undertaking research. At site 1, students' competencies in information retrieval and keyword searching, are developed in part, through use of the Research Guide , accessible via the library website. This guide provides information on how to locate, organise, and evaluate information effectively; skills that inevitably require some level of critical thinking. Also used with senior students at site 1 are the 'Internet Search Challenge' activities, found at **21st Century Information Fluency**. These activities, whilst performed out of context are designed to strengthen the students' internet search skills, so they ultimately become better equipped to achieve their information needs. In my professional practice I will continue to use these activities, but I will also look to incorporate search activities relevant to the current unit of work.
'An effective school library contributes to the schools program for integrating the development of information and digital literacy' (Hay and Foley, 2009). At site 1, a Literature Inquiry Unit, has been designed to guide year 8 students through the inquiry process using a 'sequential, holistic approach to construct meaning from multiple sources of information' (Kuhlthau, 2008). Guided Inquiry applies a conceptual approach to develop information literacy; it 'creates an environment that motivates students to learn by providing opportunities for them to construct their own meaning and develop deep understanding' (Kuhlthau et al, 2007). The teacher librarians at site 1 demonstrate understanding of the use of ICTs by way of a class blog, titled The Human Condition. The students are required to post an informed response to stimulus, applying the information they have gathered from their reading to construct new information to share with others. This integration of information literacy and ICT skill development is evidence of best practice, and I would continue to employ new and emerging technologies to meet the information requirements of students.
ASLA/ALIA (2001) recommends that class programs are based on a continuum of information and ICT literacy as a result of collaborative planning. Further to this, as expressed in the Statement on information literacy, 'Information skills must be embedded across the school curriculum and explicitly taught in the context of teaching and learning programs.' The site 1 teacher librarians identify where information literacy skills can be embedded into units of work within the P-6 curriculum, and collaborate with these classroom teachers to plan and develop learning programs. I would endeavour to put an instructional team approach in place, with teachers integrating information and ICT literacy into the content of the whole-school curriculum encompassing all subject areas and year levels. A priority is to develop and implement an information literacy programme for P-6, incorporating the use of digital technologies. Ideally, this would mean integrating a weekly library lesson into the curriculum, where information and ICT literacy can be developed 'incrementally in the context of students' learning needs' (Learning for the Future, 13). During planning sessions, I would identify at which point I could effectively contribute to the development of students' information literacy. Fortunately, the Headmaster at site 1 acknowledges the fundamental role of the teacher librarian in preparing students to become lifelong learners, and that 'integrating information literacy into the curriculum can improve students' mastery of both content and information-seeking skills' (Lonsdale, p35).